Who should go back to school first in South Africa? Children under 10 are least susceptible to COVID-19, they should go back first. Spaull,…
International Tests: What are they and why should South Africa participate? South Africa takes part in three major international assessments: TIMSS, PIRLS and SEACMEQ. This…
Language-in-education policy has a powerful influence on social and economic relations, with complex dimensions in multilingual and unequal societies such as South Africa.
This paper examines whether school characteristics moderate the association between grit and reading achievement in a sample of Grade 6 learners in high-poverty contexts.
President Ramaphosa announced on 15 March that schools would close within days for just over three weeks, as opposed to the originally planned one week of school holidays. This is in line with steps taken across the world to reduce the spread of the new coronavirus. This is a sudden change of plan, and closures may be extended. What should South Africans look out for? What can they do to limit the adverse effects of this disruption on education?
The coronavirus pandemic working its way through South African society will have many knock-on effects, one of them will be hunger and malnutrition as 9-million children no longer receive free school meals while their schools are shut.
On the 20th and 21st of February 2020, RESEP convened a workshop on education research with participation from academics from the University of Bristol (UK), the University of Bath (UK), the Tata Institute of Social Sciences (India), and Tribhuvan University (Nepal), as well as key policymakers and researchers from the DBE.
A recent paper by Martin Gustafsson shows that there have been significant improvements in reading in South Africa in recent years.